RI GSE-ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
RI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space Science
The evolution of the Earth system Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
The beginning of this lesson will be a review of the quiz. Next the students will be plotting the major earthquakes of the earth. The goal is to have the students discover the "ring of fire" and make a correlation between the plate boundaries and the major earthquakes. Students will also be watching (and/or physically interacting with) a website discussing earthquakes and the ring of fire.
Opportunities to Learn:
Depth of Knowledge
Level 1
students will be recalling knowledge for the review for the quiz
Level 2
students will be investigating the plate boundaries and earthquakes
students will be making connections between the boundaries and major earthquakes
Prerequisite Knowledge
Students will be expected to know the information from the lecture, notes and creating models from the previous classes. Students need to have some recollection of the material to be able to come up with questions they have that we will review.
Plans for Differentiating Instruction
The previous class I had students write down some questions they may have had about the quiz. I will be using these questions, along with any questions asked during this review period to address any concerns the students may have. This will allow me to address the needs of the students who are not as willing to speak up and ask questions in front of the class. Although I will encourage class discussion of these questions, I do not want to exclude anyone who is nervous to ask for help in front of the class.
Accommodations and modifications
Environmental factors
The students will be sitting at their normal tables of 2 or 3 people. We may be able to go to the computer lab and explore the web sites individually or in pairs, however most likely they will be watching the website from the overhead projector.
visually represent the plate boundaries and major earthquakes
Instruction:
Opening:
As students enter the class, they are instructed to take 5 minutes to write down as many major earthquake locations they have heard of. (most likely the students will come up with California and maybe a couple other areas).
We will come up with as many locations from memory as we can, and I will loosely plot them on a map on the overhead projector.
How about asking: Can scientists predict where and when the next earthquake will occur? What do we know about earthquake patterns?
Engagement:
Students will hopefully begin to see a pattern in the location of the earthquakes. The students will be given a list of locations of major earthquakes, and a map of the world. I will have a clear projector paper with just the plate boundaries on it, that will line up with the map the students are given. When students have plotted the earthquakes, they can lie the overhead over their map and hopefully realize that the pattern of the earthquakes align with the plate boundaries. If we have access to a computer lab, the students can explore some given sites on plates of the Earth. Interactive site showing the plate boundaries/EQ's
Closure:
As a class, we will watch a 3 minute video that relates earthquakes to the plate boundaries. The video also shows how earthquakes effect the human population and may make the information more relatable to my students. EQ VIDEO 3:00
How will you sum up the lesson for your students? What are the takeaways?
Assessment:
I will be informally assessing the students knowledge of the material during the review period. This will help me determine whether or not my students are understanding the material or not, or if it is simply that some students are not putting in the study time needed. If I determine that students are not understanding the central concepts that I have expected them to know, I may have a to alter my quiz for them, and readdress any needed subjects.
Lesson Plan
Lesson Title: Plotting the Earthquakes
State Standards: GLEs/GSEs
RI GSE-ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patternsRI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space ScienceThe evolution of the Earth system
Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
The beginning of this lesson will be a review of the quiz. Next the students will be plotting the major earthquakes of the earth. The goal is to have the students discover the "ring of fire" and make a correlation between the plate boundaries and the major earthquakes. Students will also be watching (and/or physically interacting with) a website discussing earthquakes and the ring of fire.Opportunities to Learn:
Depth of Knowledge
Level 1- students will be recalling knowledge for the review for the quiz
Level 2Prerequisite Knowledge
Students will be expected to know the information from the lecture, notes and creating models from the previous classes. Students need to have some recollection of the material to be able to come up with questions they have that we will review.Plans for Differentiating Instruction
The previous class I had students write down some questions they may have had about the quiz. I will be using these questions, along with any questions asked during this review period to address any concerns the students may have. This will allow me to address the needs of the students who are not as willing to speak up and ask questions in front of the class. Although I will encourage class discussion of these questions, I do not want to exclude anyone who is nervous to ask for help in front of the class.Accommodations and modifications
Environmental factors
The students will be sitting at their normal tables of 2 or 3 people. We may be able to go to the computer lab and explore the web sites individually or in pairs, however most likely they will be watching the website from the overhead projector.Materials
Objectives:
Students willInstruction:
Opening:
As students enter the class, they are instructed to take 5 minutes to write down as many major earthquake locations they have heard of. (most likely the students will come up with California and maybe a couple other areas).We will come up with as many locations from memory as we can, and I will loosely plot them on a map on the overhead projector.
How about asking: Can scientists predict where and when the next earthquake will occur? What do we know about earthquake patterns?
Engagement:
Students will hopefully begin to see a pattern in the location of the earthquakes. The students will be given a list of locations of major earthquakes, and a map of the world. I will have a clear projector paper with just the plate boundaries on it, that will line up with the map the students are given. When students have plotted the earthquakes, they can lie the overhead over their map and hopefully realize that the pattern of the earthquakes align with the plate boundaries. If we have access to a computer lab, the students can explore some given sites on plates of the Earth.Interactive site showing the plate boundaries/EQ's
Closure:
As a class, we will watch a 3 minute video that relates earthquakes to the plate boundaries. The video also shows how earthquakes effect the human population and may make the information more relatable to my students.EQ VIDEO 3:00
How will you sum up the lesson for your students? What are the takeaways?
Assessment:
I will be informally assessing the students knowledge of the material during the review period. This will help me determine whether or not my students are understanding the material or not, or if it is simply that some students are not putting in the study time needed. If I determine that students are not understanding the central concepts that I have expected them to know, I may have a to alter my quiz for them, and readdress any needed subjects.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: